Equality Impact Assessment - Harassment/bullying policy, protocols, guidance and monitoring

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• Equality Impact Assessment - Harassment/bullying policy, protocols, guidance and monitoring

(Note: for information contained in documents to which reference is made, contact Tina Herring on 020 8547 5288 or email tina.herring@rbk.kingston.gov.uk)

Function being assessed:

Harassment/Bullying policy, protocols, guidance and monitoring

Is this a new function or a review of an existing function?

Review

What are the aims/purpose of the function?

To minimize and eliminate bullying with regards to race, gender, disability, faith and belief, sexual orientation and health to ensure higher levels of universal mental health and prevent victimization of individuals ad groups. An addition purpose is to promote good conditions for learning.

Is the function designed to meet specific needs such as the needs of minority ethnic groups, older people, disabled people etc?

Yes – it affects all groups and work is currently in progress and being consulted upon widely.

What information has been gathered on this function? (Indicate the type of information gathered e.g. statistics, consultation, other monitoring information)? Attach a summary or refer to where the evidence can be found.

At present data on racist incidents is collated. This information is available from Learning and Children's Services (see contact details above)

Does your analysis of the information show different outcomes for different groups (higher or lower uptake/failure to access/receive a poorer or inferior service)? If yes, indicate which groups and which aspects of the policy or function contribute to inequality?

Yes, the analysis does show different outcomes for different groups.

The total number of incidents reported is small in relation to the total pupil population. It is difficult to make a fair comparison over time as the number of incidents reported has been for different time periods. The most recent period measured has been over a term and although the total number reported is smaller, 37, proportionately this represents a higher amount similar to the level in 2003. This is possibly because of the higher level of awareness in schools that has been raised in the last 12 months through network meetings and discussion about how the system for recording and reporting might be modified and made more effective.

The number of incidents involving Black and Mixed Black African pupils continues to be a concern. This will, alongside the whole report, be brought to the attention of LA officers working with schools and schools themselves through network meetings. School improvement Inspectors will scrutinise the reporting of racist incidents in RBK schools.

The current procedures for schools to report racist incidents are in the process of being reviewed and new systems and guidelines are scheduled to be implemented alongside supporting training for school staff from September 2007. Further information is available from Learning and Children's Services (see contact details above)

The Local Authority with the Children’s Trust are working together to develop new protocols and policies to record, report and minimise incidents of bullying.

Are these differences justified (e.g. are there legislative or other constraints)? If they are, explain in what way.

No, they are not justified for any groups.

What action needs to be taken as a result of this Equality Impact Assessment to address any detrimental impacts or meet previously unidentified need? Include here any reasonable adjustments for access by disabled people. Include dates by which action will be taken. Attach an action plan if necessary.

• Consult on and write new policy, protocols and guidance (January 2007)
• Provide training for all school staff and relevant RBK officers. (Spring and Summer 2007)
• Implement new procedures. (Summer 2007)
• Monitor implementation, analyse data and act on outcomes. (Summer 2007 and on-going)

When will you evaluate the impact of action taken? Give review dates.

In-line with the school academic year on a termly basis.

Assessment completed by:

NAME   Andrew King

SERVICE   Inspection and Advisory Service

DATE   11 April 2007